The State of Preschool 2007

Provides data on state-funded pre-K programs for the 2006-2007 school year, such as percentages of children enrolled at different ages, spending per child, and the number of quality standard benchmarks met. Includes state rankings and profiles

The State of Preschool 2009

Provides data on state-funded pre-K programs for the 2008-09 school year and examines the recession's effects on expanding enrollment and raising standards. Ranks states by percentage of children enrolled, funding per child, and quality benchmarks met

Studying Implementation Process Matters: Implementing an Evidence-Based-Intervention in Early Head Start

The present study summarizes lessons from implementing an evidence-based parent-child interaction intervention, Promoting First Relationships, within an Early Head Start (EHS) home visiting program. The study documented seven home visitors’ early experiences and feedback with intervention implementation examining overall experiences in using the intervention, challenges and issues identified during implementation, and recommendations and suggestions for sustainability of the intervention within the EHS program. Findings indicate that overall, home visitors reported positive experiences with the implementation process. Some negative experiences were identified in relation to the lengthy training process and changes in home visiting practice. Challenges included learning about intervention content and managing household issues. Recommendations for sustaining the intervention included providing ongoing support and having flexibility with the training process

Lessons from Training Early Head Start Staff to Implement an Evidence-Based Parenting Intervention

The purpose of this study was to understand the process of implementing Promoting First Relationships (PFR; Kelly, Zuckerman, Sandoval, & Buehlman, 2008b), an evidence-based parent-child interaction intervention, into an Early Head Start (EHS) home visiting program.  This study documented seven home visitors’ early experiences with intervention implementation, specifically preparation and training on the intervention, overall adaptation to use of the intervention, challenges and issues identified during implementation, as well as recommendations and suggestions for sustainability of PFR within the EHS program. Data were collected via semi-structured individual interviews. We employed a constant-comparative method and a systematic coding process. Findings indicate that overall, home visitors reported an alignment between the intervention content and their own philosophies, a belief that implementing the intervention improved their home visiting practice, and a sense that participating families benefited from the experience. Some negative experiences were identified in relationship to the lengthy training process and changes in home visiting practice.  Major challenges involved learning about intervention content and household issues. Recommendations for sustaining the intervention in Early Head Start are also reported

State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs

State-funded prekindergarten (preK) programs are increasingly common across the country. This study estimated the effects of eight state-funded preK programs (Arkansas, California, Michigan, New Jersey, New Mexico, Oklahoma, South Carolina, and West Virginia) on children’s learning using a regression discontinuity design. These programs vary with respect to the population served, program design, and context. Weighted average effect sizes from instrumental variables analyses across these states are 0.24 for language (vocabulary), 0.44 for math, and 1.10 for emergent literacy. Differences in effect sizes by domain suggest that preK programs should attend more to enhancing learning beyond simple literacy skills. State preK programs appear to differ in their effects. We offer recommendations for more rigorous, regular evaluation

Permissive weight bearing in trauma patients with fracture of the lower extremities: prospective multicenter comparative cohort study

Abstract Background The standard aftercare treatment in surgically treated trauma patients with fractures around or in a joint, known as (peri)- or intra-articular fractures of the lower extremities, is either non-weight bearing or partial weight bearing. We have developed an early permissive weight bearing post-surgery rehabilitation protocol in surgically treated patients with fractures of the lower extremities. In this proposal we want to compare our early permissive weight bearing protocol to the existing current non-weight bearing guidelines in a prospective comparative cohort study. Methods/design The study is a prospective multicenter comparative cohort study in which two rehabilitation aftercare treatments will be contrasted, i.e. permissive weight bearing and non-weight bearing according to the AO-guideline. The study population consists of patients with a surgically treated fracture of the pelvis/acetabulum or a surgically treated (peri)- or intra-articular fracture of the lower extremities. The inclusion period is 12 months. The duration of follow up is 6 months, with measurements taken at baseline, 2,6,12 and 26 weeks post-surgery. Primary outcome measure: ADL with Lower Extremity Functional Scale. Outcome variables for compliance, as measured with an insole pressure measurement system, encompass peak load and step duration. Discussion This study will investigate the (cost-) effectiveness of a permissive weight bearing aftercare protocol. The results will provide evidence whether a permissive weight bearing protocol is more effective than the current non-weight bearing protocol. Trial registration The study is registered in the Dutch Trial Register (NTR6077). Date of registration: 01–09-2016